Technology of initial diagnostics of primary school pupils’ learning outcomes

Розглянуто проблему розроблення засобів для здійснення у посткарантинний період вхідного діагностування залишкових результатів навчання учнів початкової школи. Проаналізовано поняття, пов’язані з технологізацією освітнього процесу в умовах, які швидко змінюються. Визначено зміст і характеристики категорії технології навчання. Описано авторську технологію вхідного діагностування навчення учнів початкової школи з акцентуванням уваги на її змістовому забезпеченні. Наведено результати спостережень за апробуванням інструментарію розробленої технології, окреслено перспективи досвіду її застосування.The article actualizes the need to develop and use learning technologies in the educational process. It is given a brief retrospective overview of the use of the concept of technology in pedagogy and other concepts related to the technologization of the educational process in a rapidly changing environment. The content and characteristic properties of the category of learning technology are determined, namely: specific activity direction of teachers and pupils; taking into account pedagogical laws and regularities; the presence of the features of the didactic system (providing with methods, techniques, tools, conditions); reproducibility and productivity. The need to solve the problem of developing tools for the implementation of the initial diagnostics of residual learning outcomes of primary school pupils in the post-quarantine period is substantiated. The essence of the concepts connected with the initial diagnostics is considered: pedagogical diagnostics as studying the state of the educational process components; learning as a stable property of the individual, reflecting his/her ability to further learning; residual learning outcomes as part of the learning content, which is retained in the practice of pupils after the stage of studying the educational material and is sufficient for further educational activities. The author's technology of the initial diagnostics of primary school pupils’ learning iutcomes is described with emphasis on the content of three modules - Ukrainian language, mathematics, integrated course "I explore the world". The learning outcomes to be mastered by pupils in the first, second, third and fourth grades are determined. The author also presented guidelines for formulating incentives for pupils to perform educational activities with a focus on the relevant mental processes, which are determined by the classification of educational goals. It is emphasized that this approach provides differentiation of tasks and allows during the diagnostic research to establish which stage of achievement of the educational goal corresponds to the residual result shown by the pupil. The results of observations on testing the tools of the developed technology are given, the prospects of experience of its application are outlined